POSTER PURPOSE: To examine how simulation training for new graduate critical care nurses on endotracheal intubation, temporary pacemaker, transcutaneous pacemaker, pulseless ventricular tachycardia, and ventricular fibrillation, which occur frequently in intensive care units (ICUs), affects their knowledge, self-efficacy, and performance ability to deal with the emergency situation. BACKGROUND/SIGNIFICANCE:Emergency situations such as the need for cardiopulmonary resuscitation in ICUs are one of the most unexpected events that need fast and effective coping by critical care nurses. But new-graduate critical care nurses feel uncomfortable when they face such situations. Training of new-graduate nurses during orientation is needed to increase their knowledge of the emergency situation and their skills in dealing with them. Simulation training is considered more effective than traditional training in terms of increasing knowledge in a clinical setting. METHOD: Simulation training consists of scenarios of the role of 3 critical care nurses (1 assigned nurse and 2 assisted nurses) in 5 different emergency situations. Forty new-graduate critical care nurses were randomly assigned to either interventions or a control group. Slide presentation and simulation training were given to the intervention group, whereas only slide presentation was given to the control group. The knowledge, self-efficacy, and performance ability before and after the training were obtained. A repeated-measure analysis of variance is used to test the difference between variables. RESULTS: Of the 40 randomized new-graduate critical care nurses, 20 were randomized to intervention and 20 to a control group. All nurses were female, and 77.5% of them had a bachelorÆs degree. No significant differences were found between groups at study admission for any personal characteristics and scores of variables. Significant increases were found in knowledge scores (mean [SD], 23.55 [2.41] for interventions vs 22.30 [2.51] for control, P=.012), and performance ability scores (10.30 [1.74] for interventions vs 4.50 [4.03] for control, P

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Simulation training in emergency situation for the new graduate critical care nurses: A randomized controlled study

POSTER PURPOSE: To examine how simulation training for new graduate critical care nurses on endotracheal intubation, temporary pacemaker, transcutaneous pacemaker, pulseless ventricular tachycardia, and ventricular fibrillation, which occur frequently in intensive care units (ICUs), affects their knowledge, self-efficacy, and performance ability to deal with the emergency situation. BACKGROUND/SIGNIFICANCE:Emergency situations such as the need for cardiopulmonary resuscitation in ICUs are one of the most unexpected events that need fast and effective coping by critical care nurses. But new-graduate critical care nurses feel uncomfortable when they face such situations. Training of new-graduate nurses during orientation is needed to increase their knowledge of the emergency situation and their skills in dealing with them. Simulation training is considered more effective than traditional training in terms of increasing knowledge in a clinical setting. METHOD: Simulation training consists of scenarios of the role of 3 critical care nurses (1 assigned nurse and 2 assisted nurses) in 5 different emergency situations. Forty new-graduate critical care nurses were randomly assigned to either interventions or a control group. Slide presentation and simulation training were given to the intervention group, whereas only slide presentation was given to the control group. The knowledge, self-efficacy, and performance ability before and after the training were obtained. A repeated-measure analysis of variance is used to test the difference between variables. RESULTS: Of the 40 randomized new-graduate critical care nurses, 20 were randomized to intervention and 20 to a control group. All nurses were female, and 77.5% of them had a bachelor&AElig;s degree. No significant differences were found between groups at study admission for any personal characteristics and scores of variables. Significant increases were found in knowledge scores (mean [SD], 23.55 [2.41] for interventions vs 22.30 [2.51] for control, P=.012), and performance ability scores (10.30 [1.74] for interventions vs 4.50 [4.03] for control, P<.001). However, no significant difference between groups was found in self-efficacy (P=.08). CONCLUSIONS: Simulation training for new-graduate critical care nurses is useful to increase their knowledge and performance ability in emergency situations in the ICU. Therefore, providing such training to critical care nurses during orientation would improve the quality of critical care nursing and help new-graduate nurses to adapt.

This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item.
If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

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